Research Article

Unlocking the essence of EdTech integration: Elementary teachers’ lived experiences with classroom technology

Heather Buschmann 1 * , Todd Fiore 1
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1 University of Arizona Global Campus, Chandler, AZ, USA* Corresponding Author
Journal of Digital Educational Technology, 5(2), July 2025, ep2512, https://doi.org/10.30935/jdet/17295
Submitted: 06 January 2025, Published: 17 October 2025
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ABSTRACT

Teachers are the primary source for teaching students using educational technologies to enhance elementary classroom education. Despite current transformations in educational technology in elementary classrooms, some limitations and concerns may hinder technological integration for teachers. Teachers remain the primary catalysts for educational technology integration yet encounter substantial barriers that hinder meaningful technological adoption. This study investigates elementary teachers’ beliefs, perspectives, and experiences in overcoming barriers and presenting opportunities for sufficient technology integration. A qualitative phenomenological method was employed to understand elementary teachers’ lived experiences with respect to obstacles integrating technology. Interviews with 12 participants revealed six themes to answer the study’s three research questions. The study’s primary findings included that elementary teachers acknowledge the balance of technology as an essential tool with benefits and challenges in teaching with time constraints and inconsistent support. Without support integrating technology, the transformative potential of educational technology may remain inconsistent in elementary classrooms, and the barriers found in this study will continue to obstruct digital educational progress.
Keywords: digital technology, educational technology, professional development, and technology integration

CITATION (APA)

Buschmann, H., & Fiore, T. (2025). Unlocking the essence of EdTech integration: Elementary teachers’ lived experiences with classroom technology. Journal of Digital Educational Technology, 5(2), ep2512. https://doi.org/10.30935/jdet/17295

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